Whodunit: A Forensic Chemistry Investigative Game Kit

Abstract

Teaching forensic chemistry to criminology students is challenging due to its technical complexity, interdisciplinary nature, and legal considerations. Game-based learning is an approach that is gaining attention in chemistry education for its ability to enhance student engagement and promote active learning. This study investigates the effects of Whodunit, a forensic chemistry investigative game kit designed to teach forensic toxicology, drug analysis, and DNA analysis, on students’ academic achievement and game experience. A quasi-experimental design was used to evaluate the impact of the game kit on academic performance, while the Game Experience Questionnaire (GEQ) assessed students’ in-game experience, postgame experience, and social presence. The results showed a significant improvement in academic achievement, indicating that the game-based learning kit effectively enhances both learning outcomes and student engagement. Students reported high levels of sensory and imaginative engagement, feeling immersed in the scenarios, and actively involved in the learning process. The strong social presence and interactive nature of the game further reinforced the learning objectives, helping students develop essential forensic investigation skills in an enjoyable and memorable way. The findings highlight the potential of nondigital game-based learning as an engaging and effective tool for teaching forensic chemistry.